Advances in genomics research and technology generate new personal and societal choices. As science education has the task of preparing students for decision-making on socio-scientific issues, research is needed to develop genomics education aimed at empowering students in the decision-making process. At the Freudenthal Institute for Science and Mathematics Education in Utrecht, a research project is running to inform education for decision-making using knowledge on genetic testing practices, decision-making, technological change and student reasoning. This educational research is financed through the Netherlands Genomics Initiative (NGI, http://www.genomics.nl), which coordinates the activities of 16 genomics centres. A substantial part of this funding is earmarked for communication and educational activities through the Centre for Society and Genomics (CSG, http://www.society-genomics. nl). Among these outreach activities are six mobile DNA laboratories run by six of the genomics centres, each with content related to the research of that centre. The mobile DNA laboratories visit secondary schools free of charge and provide hands-on experience to both students and teachers using advanced equipment. The practical work is taught by trained students studying for a Bachelor or Masters degree in life sciences at the participating universities. Accompanying teaching materials help teachers to introduce the practical work and to reflect afterwards with students on scientific and societal issues related to the experiments. The link between genomics research, educational research and educational design is one of the strong characteristics of this educational innovation, and mobile laboratories clearly help to bridge the gap between scientific practice and school science. Research on genomics education is closely linked to these DNA laboratories, and new strategies are tested in lessons following the laboratory practice and in teacher training related to the laboratories.